Philosophy of Music Education Review最新文献_第7页

Frontmatter

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Philosophy of Music Education Review Pub Date : 2019-12-31 DOI: 10.1515/9783110627411-fm

引用次数: 0

Losing Self: The Application of Zhuangzian Wuwei and Balinese Taksu to the Development of Musicianship 迷失自我:庄子武威与巴厘Taksu在音乐修养发展中的应用

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.03

Jui-Ching Wang

{"title":"Losing Self: The Application of Zhuangzian Wuwei and Balinese Taksu to the Development of Musicianship","authors":"Jui-Ching Wang","doi":"10.2979/philmusieducrevi.27.2.03","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.03","url":null,"abstract":"Abstract:To respond to the current advocacy of a transcultural inquiry into music education philosophy rooted deeply in Western civilization, the primary purpose of this essay is to provide a broader alternative to examine the phenomena of music teaching and learning to bridge the philosophical gap between the West and the East. This essay also attempts to expand the discussion of Eastern philosophies by including Balinese taksu, an aesthetic and ecstatic experience rarely discussed in music education literature. I juxtapose the intellectual and spiritual methods of attaining enlightenment through Zhuangzi's wuwei (無為), non-action or effortlessly losing self, and Balinese taksu and associate them with Turner's liminality theory, Csíkszentmihályi's flow state, and other Western scholars' discussions on spirituality and music to illustrate the ultimate spiritual enlightenment that an exemplary person or a virtuoso can achieve. The intersecting parallels between wuwei and taksu enable me to suggest a multi-stage development of musicianship as a way of learning that allows students to identify their inner selves, to evaluate the difficulty levels of obstacles challenging their mastery and overcome them, to roam in between practice routines, and eventually to enjoy the ecstatic experience of flow, losing self in performance.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"133 - 153"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Response to Lauren Kapalka Richerme, "The Diversity Bargain and the Discourse Dance of Equitable and Best," Philosophy of Music Education Review 27, no. 2 (Fall, 2019) 对Lauren Kapalka Richerme的回应，“多样性谈判与公平与最佳的话语舞蹈”，《音乐教育哲学评论》第27期，第2期（2019年秋季）

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.08

Nasim Niknafs

引用次数: 0

Charter Schools and Musical Choice 特许学校与音乐选择

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.06

D. Hedgecoth

{"title":"Charter Schools and Musical Choice","authors":"D. Hedgecoth","doi":"10.2979/philmusieducrevi.27.2.06","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.06","url":null,"abstract":"Abstract:Over the past quarter century, charter schools have evolved from a fringe educational philosophy to a prominent academic option for American school children and their families. While the history and political positioning of charter schools have been well documented, the tenet of choice continues to be central in the debate regarding the merit of the charter alternative to traditional public schools. In this essay, I seek to dispel the notion that choice is a simple selection between binary opportunities, but rather a complex exchange between stakeholders. I present how educational options such as charters present a different paradigm of values when compared to precedents of the common schools of the mid-nineteenth century and established public education policy. Although some practices in charter schools may challenge the comforts of long-standing educational traditions, I assert that within these choices there may be opportunity for the music education community to truly reimagine its practices. I conclude with a call to music educators to make important decisions regarding charter schools and music education. Thoughtful steps can be taken to develop this curricular conversation and music educators have a professional duty to begin the dialogue. Failing to do so will be, by default, a choice to limit music education to traditional venues, thereby ignoring one of the fastest growing educational enterprises of our generation and an opportunity to provide a music education for all.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"192 - 209"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Diversity Bargain and the Discourse Dance of Equitable and Best 多样性交易与公平与最佳的话语之舞

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.04

Lauren Kapalka Richerme

{"title":"The Diversity Bargain and the Discourse Dance of Equitable and Best","authors":"Lauren Kapalka Richerme","doi":"10.2979/philmusieducrevi.27.2.04","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.04","url":null,"abstract":"Abstract:Contemporary music education leaders suggest ambiguous definitions of \"diversity,\" often assuming it both unquestionably good and compatible with equity. The purpose of this inquiry is to explore the assumptions underlying such discourse. First, I use the legal history of diversity in education to examine the American National Association for Music Education's statements on equity, access, inclusivity, and diversity. Second, drawing on Thomas Green's educational systems framework, I analyze the political strength of arguments surrounding diversity and equity. Third, considering instances when white parents deem diversity \"best\" for their children, I investigate the advantages and limitations of what Natasha Warikoo calls the \"diversity bargain.\" While not condoning unbridled self-interest, I posit how music educators might use parents' self-interest to support more ethical practices. Designed to benefit all students, diversity initiatives conflict with efforts aimed at equity. Music education diversity and equity rhetoric rely on either a troubling misreading of a politically strong state rationale or on the weak political positions of societal interests or educational goods valuable for their own sake. Rather than focusing on diverse content, teachers and students might experiment with how artistic expressions enable the exchange of individuals' stories and insights. The music education profession might also provide attention to equity apart from diversity.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"164 ","pages":"154 - 170"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Response to Chiao-Wei Liu, "Response to Leonard Tan and Mengchen Lu, 'I Wish to be Wordless': Philosophizing through the Chinese Guqin," Philosophy of Music Education Review 26, no. 2 (Fall, 2018): 199–202 对刘超伟:“对谭恩伦、卢梦辰“我希望无言”的回应:中国古琴的哲学思考”，《音乐哲学教育评论》第26期。[2](秋季，2018):199-202

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.07

Leonard Tan, Mengchen Lu

引用次数: 0

In Loco Parentis and the Politically-directed Music Curriculum 代替家长和政治导向的音乐课程

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Philosophy of Music Education Review Pub Date : 2019-10-25 DOI: 10.2979/philmusieducrevi.27.2.05

William M. Perrine

{"title":"In Loco Parentis and the Politically-directed Music Curriculum","authors":"William M. Perrine","doi":"10.2979/philmusieducrevi.27.2.05","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.05","url":null,"abstract":"Abstract:The pedagogical aim of liberation, as drawn from critical pedagogy, poses significant philosophical problems. In this paper, I argue that the fundamental right to direct the education of children rests with the family situated within a particular local community. This authority is then delegated to the state through the institution of the school via a social contract that can be described as in loco parentis. Advocating liberation as a universally appropriate educational good encourages teachers to violate this social contract by seeking to free children from family and community attachments deemed to be repressive within the context of a particular form of moral reasoning. Music educators utilizing the language of critical pedagogy thus adopt the framework of a contestable philosophical tradition that in turns instrumentalizes the music curriculum, subordinating the study or creation of music to external social goals. Instead, I argue that seeking to liberate children engenders political proselytization due to its imperative in converting children from one philosophical tradition to another. I conclude that directed efforts towards liberation should be avoided in the music classroom, that parents have a right to resist efforts to liberate their children, and that music education should prioritize artistic over political ends.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"171 - 191"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43213644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Gordon Cox and Robin Sydney Stevens, eds., The Origins and Foundations of Music Education: International Perspectives, 2nd edn. (London: Bloomsbury Academic, 2017) Gordon Cox和Robin Sydney Stevens主编，《音乐教育的起源和基础：国际视野》，第2版。（伦敦：Bloomsbury Academic，2017）

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Philosophy of Music Education Review Pub Date : 2019-10-01 DOI: 10.2979/philmusieducrevi.27.2.09

E. Schmid

引用次数: 0

Øivind Varkøy, Warum Musik? Zur Begründung des Musikunterrichts von Platon bis heute. [Why music? The Foundations of Music Education from Plato until Today], Stefan Gies, trans. with the assistance of Hanne Fossum (Innsbruck, Esslingen, Bern-Belp: Helblin Öivind Varkøy，为什么是音乐？以柏拉图至今的音乐教学为基础。【为什么是音乐？从柏拉图到今天的音乐教育基础】，Stefan Gies，跨性别。在Hanne Fossum的协助下（因斯布鲁克、Esslingen、伯尔尼-贝尔普：Helblin

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Philosophy of Music Education Review Pub Date : 2019-10-01 DOI: 10.2979/philmusieducrevi.27.2.10

D. Bartels

引用次数: 0

The Knowledge Democracy Connection and Music Education 知识民主连接与音乐教育